11

HighlightingTransition

and the IEP

Presented By:

IEP ManagersNYCDOE Integrated Service Centers

2009 - 2010

2

Staten Island ISC Janet Blit: jblit@schools.nyc.gov

Brooklyn ISC Nick Chavarria: nchavar@schools.nyc.gov

Manhattan ISC Madeline Rochelle: mrochel@schools.nyc.gov

Queens ISC Tanya Smith: tsmith18@schools.nyc.gov

The IEP Managers

3

Table of ContentsI – The What and Why of Transition

II – Phases of Transition

III - Transition Focused Reviews 2009-2010 (NYC/SED) Random Sampling – Indicator 13

IV – Transition Mandates and the IEP

V – Exit Summary

VI - Appendix

4

Audience PollWho is in the audience?

• Teachers• Administrators• Related Service Providers• Clinicians• Other

55

The What and Why of Transitionand

The Level I Vocational Assessment

for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process”

6

Audience PollWhat is Transition?

A. A coordinated set of activities designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability, to facilitate the student’s movement from school to post-school activities

B. The movement of a student from elementary to middle school

C. The movement of a student from middle to high school

D. The evaluation process for “Turning Five” students

7

Transition is:

A coordinated set of activities designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability, to facilitate the student’s movement from school to post-school activities.

8

Coordinated Set of ActivitiesShall include statements that show inter-connectedness among

transition activities in the following areas:Instruction e.g.: studying resume writing, career exploration, personal finances

Community experiences e.g.: including summer jobs

The development of employment and other post-school adult living objectives

Acquisition of daily living skills and functional evaluation, where appropriate e.g.: navigating the subway, banking/ budgeting, self care, etc.

Related services e.g.: working with the speech provider on interview strategies, business etiquette or how to speak to a supervisor/customer

IEP meetings (include student & parent)

Exit Summary

9

Transition services include, but are not limited to:

Post-secondary educationVocational educationIntegrated competitive employmentContinuing and adult educationAdult servicesIndependent livingCommunity participation

10

When and How are Transition Services Indicated?

In the year that the student turns 12: A Level 1 Vocational Assessment is conducted (See SOPM pages 220-222).

In the year that the student turns 14: Incorporate findings from the Level 1 Vocational Assessment into the IEP

> Begin using the Transition page (10) of the IEP (Long Term Adult Outcomes only).

In the year that the student turns 15: The Transition Services (bottom half of the page) are added to the Transition page of the IEP and implemented by the school.

> Transition Services begin.

In the year the student graduates or turns 21 (leaves school): An Exit Summary must be conducted (See SOPM pages 224-229)

11

Level I Vocational Assessment(SOPM Page 50 & Pages 220-222)

The Level I Vocational Assessment is required for all initially referred students age 12 or older and must be part of the information considered at the review of an IEP for all students receiving special education services who will turn age 12.

A Level 1 Vocational Assessment incorporates information gathered from the: student parent teacher(s) / provider(s) utilizing the DOE Level 1 Vocational Assessment interview forms, and a review of school records to determine vocational skills, aptitudes, and interests.

12

Levels of Vocational Assessments

Based on the student’s age, abilities, expressed interests, and needs, an appropriate vocational assessment may include:

Level I - the review of existing school information and the conduct of informal interviews (SOPM page 220-222)

Level II - the administration of one or more formal vocational evaluations

Level III - job and student performance analyses made in real or simulated work settings as reported by the student, employer, job coach, or vocational evaluator.

13

IEP Meetings – Transition Planning

•Beginning at age 14, if appropriate, students must be invited to all IEP meetings.•An invitation letter must be sent to the student.•The invitation should prepare the student for the IEP meeting by asking the student to think about the following:

•What do you want to do after you complete school?•What can you do now to achieve these goals?•What skills do you still need to learn?•What kind of support do you need?

1414

NOTICE OF INDIVIDUAL EDUCATION PROGRAM (IEP) TRANSITION PLANNING MEETING(distribute along with Notice of IEP Conference)

Dear (Student’s Name):

You are invited to participate in your next IEP/Transition planning meeting scheduled for: DAY/DATE:______________________________TIME:____________________________________PLACE___________________________________

At this meeting we would like to talk with you about how you are doing in school, what you would like to do when you complete school, and what activities your Individualized Education Program (IEP) should include. These activities will be added to your program to help you prepare for your future, and learn the skills that you will need as an adult to be successful in living, learning and working after you complete school. Before the meeting please think and talk with others about what you want to do after you complete school, what you can do now to achieve those goals, what skills you still need to learn and what kind of help you will need.

We would like you to come to the IEP/Transition meeting ready to share the following information: What kind of job do you want to have? Where will you live-on your own or with others? What do you want to know more about? What will you do with your free time? How much money can you earn, how will you pay your bills? How will you get around-by car, by subway, bus, special transportation?

At the IEP/Transition meeting you will also be getting information to help you make choices. The following people have been invited to come to the meeting to help your program:

STAFF:_______________________________SCHOOL:_____________________________AGENCY:_____________________________

These people know you and have suggestions to make, or they know about different programs for you . If you would like to invite anyone else to the meeting please let us know.

Remember this is the first step. You will have time during the next few years to try out different ideas. We will work with you to help you explore and decide what you want to do in the future and to help you prepare for it. I look forward to seeing you at the meeting and assisting you in planning a good program for your future success. Please have your parent call ______ to confirm at _____.

Sincerely, _______________________________________Title:

SAMPLE

1515

The Phases of transitionand

Indicator 13

for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process”

16

NYS Performance Plan

6 year plan

20 State Performance Plan indicators

Measurable & rigorous targets

Improvement strategies

Annual Performance Reports (APR)

Public reporting of district results

Consequences for insufficient progress

17

Audience PollWhat is Indicator 13?

A. A Halloween ritual

B. A part of the New York State drivers’ test.

C. Part of the performance plan that requires NY State to annually report the percentage of youth aged 15 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the (measurable) post-secondary goals.

D. A procedure used by NY State to gather data on students who have graduated/left secondary education that evaluates Transition preparation of the students.

18

State Performance Plan Indicators

 

Indicator #1: Graduation Rates

Indicator #2: Drop-Out Rates

Indicator #3: Assessment

Indicator #4: Suspension/Expulsion

Indicator #5: Least Restrictive Environment – School Age

 

Indicator #6: Least Restrictive Environment – Preschool

Indicator #7: Preschool Outcomes

 

Indicator #8: Parental Involvement

 

Indicator #9: Disproportionality in Special Education by Race/Ethnicity

Indicator #10: Disproportionality in Classification/Placement by Race/Ethnicity

Indicator #11: Child Find

Indicator #12: Early Childhood Transition

Indicator #13: Secondary Transition

Indicator #14: Post-School Outcomes

Indicator #15: Identification and Correction of Noncompliance

 

Indicator #16: Complaint Timelines

Indicator #17: Due Process Timelines

Indicator #18: Hearing Requests Resolved by Resolution Session

 

Indicator #19: Mediation Agreements

Indicator #20: State Reported Data

19

State Performance Plan: Indicator 13

#13: …requires the State to annually report the percentage of youth aged 15 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the (measurable) post-secondary goals.

((20 U.S.C. 1416(a)(3)(B))

20

State Performance Plan Reporting

School to NYSED

NYSED to USDOE

(Annual Performance Report – APR)

(Statewide results)

NYSED to Public

State reports annually to the public on the performance of each District /School on the targets in the State Performance Planhttp://eservices.nysed.gov/sepubrep/

21

Indicator 13 in NYC

Random Sampling 100 students

Sample & report each year

Maintain documentation 7 years

Team reviews IEP’s

Tallies results, determines compliance

Reports results to SED

Must meet all 8 criteria for compliance

Expectation = 100% compliance

22

Transition Focused Reviews 2009-2010 (SED / NYC)

Transition Focused Review Activities:(Random Sampling)

Student record reviews• Students’ current IEP, including transition plan;• Students’ transcripts;• Students’ latest report cards and /or interim assessments conducted for the student since September 2008 to the present;• Students’ current class schedules/program cards;

Interviews• Building administrators• Transition linkage coordinator• Special education teachers• General education teachers• Students

Visits to classrooms and other areas of instruction• Career track classes (e.g., law, economics, medicine, etc.)• Vocational classes/internship placements (e.g., culinary arts, electronics, aviation, etc.)• General academic classes that relate directly to the students postsecondary interests as noted in their IEPs (e.g., math,

music, science, etc.)

Education benefit activity-Transition focus • Determining if the IEP/Transition Plan was reasonably calculated to result in educational benefit and attainment of measurable post-secondary goals• Reviewing IEP Transition Plan for three students over a period of three years

Parent informational sessions

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Determination of Compliance Citation Item # NYC TRANSITION FOCUSED REVIEW COMPLIANCE SUMMARY

Issue

Yes NoNA

200.4(d)(2)(ix) 1 Transition Services. For those students beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age if deemed appropriate), and updated annually, the IEP shall, under applicable components of the student ’s IEP, include:

Yes NoNA

200.4(d)(2)(ix)(a) 2 Under the student’s present levels of performance, a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities as defined in section 200.1(fff) of this Part; (Present level of performance - IEP Pages 3,4 & 5)

Yes NoNA

200.4(d)(2)(ix)(b) 3 Appropriate measurable postsecondary goals based upon age appropriate transition assessments relating to training, education, employment, and where appropriate, independent living skills; (Measurable post secondary goals – IEP Page 10)

Yes NoNA

200.4(d)(2)(ix)(c) 4 A statement of transition service needs of the student that focuses on the student ’s course of study, such as participation in advanced-placement courses or a vocational education program; (Present level of performance - IEP Pages 3 and 10)

Yes NoNA

200.4(d)(2)(ix)(d) 5 Needed activities to facilitate the student’s movement from school to post-school activities, including instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation; and (Needed transition activities - IEP Page 10)

Yes NoNA

200.4(d)(2)(ix)(e) 6 A statement of responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post-school opportunities, or both, before the student leaves the school setting. (Responsibilities-school & agencies – IEP Page 10)

Yes NoNA

200.4(d)(4)(i)(c) 7 If the purpose of the meeting is to consider the postsecondary goals for the student and the transition services needed to assist the student in reaching those goals, the school district shall invite the student. If the student does not attend, the district shall take steps to ensure that the student’s preferences and interests are considered. To the extent appropriate and with parental consent or consent of a student 18 years of age or older, the school district must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so, the district should take steps to involve the other agency in the planning of any transition services; (IEP page 2, also see Student invite letter - See sample student invite)

Yes NoNA

200.4(e)(7) 8 The school district must provide special education and related services to a student with a disability in accordance with the student’s IEP and must make a good faith effort to assist the student to achieve the annual goals and, if appropriate, short-term instructional objectives or benchmarks listed in the student’s IEP. (Measurable goals – IEP Page 6)

Yes NoNA

200.4(c)(4) 9 A school district is not required to conduct a reevaluation of a student before the termination of a student ’s eligibility due to graduation with a local high school or Regents diploma or exceeding the age eligibility for a free appropriate public education but is required to provide such student with a summary of the student’s academic achievement and functional performance, which shall include recommendations on how to assist the student in meeting his or her post-secondary goals. (Student Exit Summary-SOPM-Pages 218-223)

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Educational Benefit Chart/ Focus TransitionPresent Levels of Performance

Needs and Concerns

Annual Goalsincluding Post

Secondary Goals

Accommodations & Modifications

Services and Placements

Progress Toward Goals

Transition Services Activities to Support Post Secondary Goals (Required for students 15 years and older)

Training

Education

Employment

Independendent Living

Instructional Activities

Community Integration

Post High School

Independent Living

Daily Living Skills/Functional Vocational Assessment

25

Classroom / Instructional Area Visitation Observation Form

Evidence of support for transition Observed Yes No

Comments

The student is attending the vocational, career or technical education classes designated on his/her schedule.

Curricular/Instructional accommodations are appropriate to student’s present levels of performance and management needs

Assistive technology/specialized equipment are implemented as appropriate for the student.

Instruction helps the student to meet postsecondary goals.

Instruction/materials address the interests of the student.

There is evidence that the school/class is responsible for implementing transition services.

26

Parent Informational Session Discussion Questions1. Do you know what Transition means in relation to your child?2. Do you know if your child has been evaluated in relation to his/her postsecondary interests, goals and/or needs and

aptitudes?3. Do you know if your child will graduate with a local/Regents diploma or an IEP diploma?4. Have you asked your child about their future interests and concerns?5. Have you been asked by someone at the school what you feel your child needs in order to prepare for postsecondary

and adult life?6. Did you attend your child’s IEP meeting (either in person or over the telephone)?7. Did your child attend the meeting?8. Was your child’s transition needs and goals discussed at the meeting?9. Was there sufficient time to discuss all areas of concern?10. Did you receive a copy of your child’s IEP and Transition Services? 11. Were you satisfied with the transition recommendations? Why/why not? 12. Is your child receiving his/her transition services?

SUGGESTED TOPICS FOR DISCUSSION AT PARENT INFORMATIONAL SESSIONS FOR TRANSITION1. IDEA 2004- describes the required components of the transition plan. • Student must be invited to participate in the IEP meetings to discuss his/her goals for life after high school.• Meetings to discuss Transition planning may be requested during the school year.• Representatives of local agencies may be invited to Transition meetings to discuss goals and services to support goals.• The IEP, including the transition plan, should reflect the student’s interests and skills.• Annual transition goals in the IEP should lead to successful post high school outcomes.• Progress towards meeting post-secondary goals should be documented and measurable.• For example – progress reports about a child’s community based work experience should be reported and included in

any discussion about employment after graduation.

2. Definitions and clarifications of terms relating to Post Secondary Goals and Transition Planning• Preparation for postsecondary school, careers, and adult living and requires that the school analyze child’s interests and

abilities in relation to these outcomes and provide goals and services that will help your child to achieve success in realizing his/her goals.

• What is Transition?• What are transition services?• What is an Individualized Educational Program (IEP)?

3. What must be included in a Transition IEP?• Present Levels of Performance,• Postsecondary goals, • Annual goals • Transition Services and supporting activities including monitoring of progress, roles of school, parents, outside

agencies.4. What parents need to know about for transition and post secondary planning

• Graduation requirements and the effect of graduation on eligibility for special education services• Names of local agencies that provide transition program, job coaching, etc.• If appropriate contact information for local Office of Mental Retardation• Post high school training programs, local vocational schools, etc.

2727

The IEP Page-by-Page Connections:

Educational Benefit Review Process

for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process”

2828

Determine if there is a clear relationship among:

> Present levels of performance > Identified needs> Annual goals> Transition > Short term objectives (required only for Pre-K & Alternate

Assessment Students)> Progress reports> Accommodations/modifications> Recommended services

THE IEP: DOES IT ALL CONNECT?Is there a clear connection of the student’s transition needs throughout the IEP?

29

Educational Benefit Chart/ Focus TransitionPresent Levels of Performance

Needs and Concerns

Annual Goalsincluding Post

Secondary Goals

Accommodations & Modifications

Services and Placements

Progress Toward Goals

Transition Services Activities to Support Post Secondary Goals (Required for students 15 years and older)

Training

Education

Employment

Independendent Living

Instructional Activities

Community Integration

Post High School

Independent Living

Daily Living Skills/Functional Vocational Assessment

30

Educational Benefit Chart/ Focus TransitionPresent Levels of Performance

Needs and Concerns

Annual Goalsincluding Post

Secondary Goals(Long-Term Adult

Outcomes)

Accommodations & Modifications

Services and Placements

Progress Toward Goals

Transition Services Activities to Support Post Secondary Goals (Required for students 15 years and older)

Judy,17, is in 10th grade with 19 credits.

Wants to pursue a career in nursing

Average auditory and reading comprehension skills

Reads at 3rd grade level, affecting all areas of class work and homework. Unable to decode multi-syllabic words

Writing affected by poor spelling (3rd grade level)

Strong auditory learner

Good calculation and conceptual math skills etc.etc.etc.

Reads at 3rd grade level, affecting all areas of class work and homework.

Writing affected by poor spelling (3rd grade level)

Needs more information regarding medical professions

TrainingWithin one year Judy will view 30 non-fiction/news programs on television/internet related to medical professions and write three-paragraph reports (using spell check/word prediction software) on each program. Advisory teacher will examine the reports for content and writing skills.

EducationJudy will enroll in a four-year nurse training program.

EmploymentJudy will be employed full-time as a Nurse.

Independendent LivingJudy will live in a dormitory during nursing school and will maintain her own apartment when she becomes employed

Judy will receive all curriculum-related material via books on CD or read aloud by a peer reader.

Judy will receive prepared class notes from teachers for comparison and correction of her own notes taken during class.

Judy will be permitted to use spell check and word prediction software..

Judy will participate in all assessments with instructions and test questions and answer choices read aloud, except for when reading aloud would interfere with the construct of the test.

Judy will participate in a Transition Advisory period each week.

Judy will be placed with a local hospital for summer employment.

Recorded on the IEP at the end of every reporting period.

Instructional ActivitiesJudy will continue to be instructed in a multi-sensory reading program to remediate her disability in the area of decoding and improve her reading ability.

Community IntegrationJudy will join the school’s chapter of “Future Nurses of America” in order to learn more about nursing and related medical professions and to experience social opportunities with other students with similar vocational interests..

Post High SchoolJudy will enroll in a local hospital’s volunteer Saturday program in order to experience a medical employment work site. Judy will explore vocational options, schools and training programs related to medicine.

Independent LivingJudy will receive instruction in personal finances, including managing a checkbook and budget management.

Daily Living Skills/Functional Vocational AssessmentJudy will participate in assessment to identify her vocational strengths and needs and to assist her in setting vocational goals.

3131

Summary of Educational Benefit

reflects on the quality of IEP development to increase student access, participation, and progress in the general education curriculum

The intent of a “Free Appropriate Public Education” (FAPE) for students with disabilities is: to design individualized instruction with sufficient supports and services to enable the student to receive educational benefit.

What is Educational Benefit?> Determining if there is a clear relationship between: the identified needs/present levels of

performance, annual goals, accommodations/modifications & services/placement (DOES IT ALL CONNECT?)

> Have changes to annual goals, services/placement been made based on the results of the student’s progress?

(HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S CURRENT NEEDS?)> Information on the student’s IEP: strengths, needs, annual goals, accommodations & modifications,

services/placement & progress compared – looking for patterns over the past 3 years (DOES THE IEP GIVE A CLEAR PICTURE OF THE STUDENT’S PROGRESS THROUGH THE YEARS?)

The Purpose of the Educational Benefit Review Process is: to determine whether the design of the IEP was *reasonably calculated for the student to receive educational benefit.

* Reasonable Calculation evaluates if the IEP reflects on the student’s present levels of performance, goals, supports & maximize access, participation & progress in the general education curriculum

Staten Island Integrated Service Center (ISC)

3232

Infusing Transition into the IEP

Transition elements must be included in students’: Present Level of Performance StatementsMeasurable Post Secondary GoalsMeasurable Annual GoalsSpecial Education ServicesCoordinated Transition ActivitiesParticipating Agency Assistance

200.4(d)(2)(ix)

33

Audience PollHow many viewers have read or written a Transition IEP?

A. I have read/written a Transition IEP.

B. I have not read /written a Transition IEP.

3434

The IEP Must Include Statements that show the interconnectedness between transition

activities in the following areas:

Instruction

Related services

Community experiences

The development of employment and other post-school adult living objectives and

Acquisition of daily living skills and functional vocational evaluation, where appropriate

35

School: ____________ Student’s Name: _______________________ Date: ___________ SAMPLE IEP Meeting Agenda (SOPM p. 77)Note: The District Representative “chairs” the meeting

1) Member Introduction: title and role at the IEP Meeting2) Purpose of IEP Meeting and summary of the IEP team obligations3) Review of Procedural Safeguards with parent(s) 4) Identification of evaluations and other information for consideration to determine:• whether the student has an identified disability; and • whether the student requires special education services5) IEP Development present levels of performance• annual goals*• accommodations, if necessary• promotion criteria• diploma objectives/transition• recommended services and level of service delivery6) Summary of IEP determinations and opportunity for parent to ask questions7) If the meeting is a subcommittee meeting, inform the parent of their right to request a Full Committee meeting if s/he

disagree with the recommendation**8) Next Steps, as necessary (for example, the placement process outlined in SOPM-section 7)9) Finalized IEP to be distributed at the end of the meeting or immediately sent to parent.

NOTES:•The date the IEP is provided to parent must be indicated on the Contact Sheet in the student’s file.•Complete “Placement Preference Form” located in the SOPM-page 210, if program is not available in current

school.•Complete Level 1 Vocational Assessment (age 12+) and/or Diploma Objective/Transition Plan (*age 14+).

•Students 14+ MUST be invited to the IEP Meeting (if applicable).•*Draft IEP goals may be brought to Annual Review meetings by the special education teacher and/or Related

Service Providers to be discussed and finalized at the meeting with the parent.•**The DOE has ultimate responsibility to ensure that the IEP includes the services that meet the needs of the

student.

3636

SOPM:

Spotlight on the IEP Page-by-Page

Color Codes:Yellow-SOPM pagesOrange-Transition HighlightsGrey-FYIsBlue-Transition Citations

3737

VERIFY - NEVER LEAVE BLANK

VERIFY

Prior to writing on this line, contact your school’s Special Education Liaison for “Specialized Transportation” Procedures

IEP meeting recommendations are written here at the end of meetinge.g. Special Class with Related Services (if applicable)Checking this box

indicates “Special

Education” Transportation

Check this box to indicate that this IEP reflects Transition Services

Indicate the student’s current grade.

Note: for all CTT classes K-12 the staffing ratio is 12:1

(See SOPM Page 13)

We urge schools to combine the 3-year-review (Tri) (if applicable) and the annual review, by moving the IEP Meeting up to the earlier compliance date, when possible.

Medical/physical:”ABR”

VERIFY

(ISP-See SOPM Page 92, 119-121)

(See SOPM: Pages 92, 120- Alternate placement statements- if applicable:)

(The type of vehicle (e.g. mini wagon) is not to be indicated on the IEP-See SOPM page 94)

(See SOPM page 55: Bilingual Cascade)

Parental Revocation (See SOPM Pages 41, 140-141, 193 & 194)

An IEP may be amended only after an annual review meeting.

(See SOPM Pages 13, 72-73)

IEP Meeting Agenda

(See SOPM Page 77)

Definition of a Parent (See SOPM Pages 35-38)

200.4(d)(2)(ix)

3838

Mandated & designated by the Principal

All changes must be written here & check appropriate box

NOTE: All mandated members MUST sign this page only if they attend the IEP meeting

Students age 14 and older, must be invited to the IEP meeting - (see sample invite)

Mandated Member

Check appropriate box below

See Sample Student IEP Meeting Invitation Handout

not to exceed one year

not to exceed one year

Mandated Member

Mandated Member

These dates must be indicated

These dates must be indicated

These dates must be indicated

(See SOPM Pages 66-67, 71, 76, 103, 109 & 153)

(See SOPM Page 65)

(See SOPM Page 66)

(See SOPM Pages 64, 67, 69, 70 & 74))

(See SOPM Pages 67, 69, 71 & 72)

(See SOPM Page 76)

Member Excusal (See SOPM Pages 70 – 72 & 179)NOTE: IEP TEAM MANDATED MEMBERS CANNOT BE EXCUSED FROM INITIAL MEETINGS

SC/CTT Preference Form (See SOPM Pages 109)

(See SOPM Pages 64, 65, 67, 70, 75, 104 & 153)

(See SOPM Page 76)

(See SOPMPage 64 & 67)

Additional Members (See SOPM Page 68)Chapter 408 (See SOPM Page 112)

200.4(d)(4)(i)(c)

3939

IMPORTANT: All student’s academic needs described in this section should be addressed on IEP page 6-annual goals.

Include present levels of performance from related service providers (if applicable).

Student’s STRENGTHS & needs should be described in this section.Describe the instructional implications of the testing results listed below(What does the testing results listed below look like in classroom instruction?).

Results of the assessments in this section should be described above

(Scores recorded should be current –within 1 year)

Indicate the instructional modifications and resources to enable the student to succeed (e.g. learning styles, visual aids, books on tape, manipulatives, etc.). What will the student need immediately for access to grade-level curriculum (what modifications, if any) while remediation related to Annual Goals is taking place?

Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP pages 6 & 10

JARGON-

FREE

__________Results of the

assessments in this section should be described above

(Scores recorded should be current –within 1 year)

Present Levels of Performance Samples (See SOPM Pages 105-107)

Mandated Three-Year Review (See SOPM Pages 31, 73 & 175)

(See SOPM Pages 81, 105 & 107)

200.4(d)(2)(ix)(a)

200.4(d)(2)(ix)(c)

Transition interests and needs are part

of the PLoPs

4040

A BIP should be developed and implemented collaboratively by the teachers, paraprofessional (if applicable), related service providers (if applicable) and staff working with the student.

If either of these last 2 boxes are checked then

FBA & BIP Required

____

(See statement above for details)

Present Levels of Performance Samples (See SOPM Pages 105-107)

FBA/BIP (See SOPM Pages 48, 51, 105, 149, 151, & 153)

(See SOPM Pages 81 & 107)

FYI: All students with an IEP recommendation for a behavior management/crisis paraprofessional should have an FBA & BIP

Social skills relevant to job interviews or on-the-job behaviors need to be described here.

200.4(d)(2)(ix)(a)

4141

All Special Alerts from IEP Page 1 should be reflected hereInclude present levels of performance from related service providers

(if applicable, e.g. OT, PT, Health, etc.)

e.g. F.M. Unit

Do not write specific name of any medication

This should be reflective of page 1

(See SOPM Pages 52, 70, 96, 105 & 256)

(See SOPM Pages 81, 105 & 107)

(See SOPM Pages 105-107) Health needs that might affect career development/occupational skills must be described here.

200.4(d)(2)(ix)(a)

4242

See Progress

key below

# of Report cards

PROGRESS KEY

Annual Goals are statements developed to address the needs from the PRESENT LEVELS OF PERFORMANCE and are written in measurable terms, describe a skill, knowledge or behavior that the student can be reasonably

expected to accomplish within one year.All Related Service Providers must collaborate & contribute functional goals

Short term objectives (required for Pre-K & alternate assessment students only)

are intermediate steps moving towards the achievement of the student’s annual goals

Goals relating to transition should address the educational instruction that will be provided to the student to achieve post-secondary goals & interests as indicated on IEP pages 3 &10.Student’s aspirations and post-secondary goals must be addressed in this section.

Progress reports are to be completed

and sent home every marking period for every annual goal

(See SOPM Pages 108)

(See SOPM Pages 107-108)

(See SOPM Pages 107-108)

200.4(e)(7)

4343

SOPM: Annual Goals

Annual Goals > The IEP must include

measurable annual goals Goals that are consistent with the student’s needs and abilities

> Annual goals are statements, which emanate from the present levels of performance in measurable terms, describe a skill, knowledge or behavior A goal that the student can reasonably be expected to accomplish within a twelve-

month period.

> Goals may be academic social, behavioral and/or transition needs where appropriate related to physical needs or other educational needs resulting from the student’s disability.

•Annual goals must be specific to and reflect the students’ needs as identified by the IEP Team. •There must be a direct relationship between the annual goals and the present levels of performance. •Annual goals must be measurable, clearly defined & observable

for the ISC PROTRAXX Professional Development: “Writing Measurable Goals”

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For students who receive related services as a supplementary aid & service simply indicate “Related Service(s).” It is not necessary to list each related service here since they are specified on IEP page 9.

For students who receive related services as a supplementary aid & service simply indicate Related Service(s). It is not necessary to list each related service here since they are specified on IEP page 9.

.

CTT: Do not write “core subjects” or “content area subjects” You must indicate the name of each subject which will be CTT (e.g. Math)

Collaborative Team Teaching (CTT) - Integrated Co-Teaching - 12:1 (See SOPM Page 13)

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> General Education with Supplementary Aids & Services should be your first consideration.

> Provide an explanation of all programs/services considered and the reason for rejection.

The programs listed should be written in the language consistent with the Continuum of Services (e.g. Special Education Teacher Support Services, etc.)

Students who demonstrate severe language & communication difficulties which significantly interfere with their school performance may be considered for exemption. These deficits must be clearly indicated in the Present Levels of Performance & the team must provide an explanation for the exemption.

NOTE: All services/program options discussed at the IEP meeting should be listed

_________________________

Least Restrictive Environment (See SOPM Page 81)

(See SOPM Pages 11, 66, 81, 98 & 103)

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General Education Classroom

OR Separate Location

Specify time

Indicate the

mandated group

size

“Conference Result” I-INITIATIONC-CONTINUATION M-MODIFICATION T-TERMINATION

e.g. Speech and Language Therapy

(Must be consistent with page 2)

Testing accommodations MUST reflect the individual student’s needs

• High school students (grades 9-12) with disabilities must attain the necessary number of credits in order to be promoted to the

next grade. They do not have modified promotion criteria.

Students in 8th grade should not have modified promotion criteria written on their IEP for the following school year if their IEP is developed after January 31st.

(See SOPM: Page 92- if applicable:) “Interim Monolingual Speech pending availability of a bilingual provider”

Declassification test accommodations (See SOPM Page 88)

(See SOPM: Page 128)

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The school year that the student turns 14

The school year that the student turns 15

Measurable post secondary goals

NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3-6 & 10

The school year that the student turns 14

Level 1 Vocational Assessment(See SOPM Pages 48, 50, 105 & 220-222) EXIT SUMMARY (See SOPM Pages 13, 90 & 224 - 229)

(See SOPM pages 77, 81, 89, 90, 99 & 230)

(See SOPM Pages 66, 77, 81, 87 & 108)

200.4(d)(2)(ix)(b)

200.4(d)(2)(ix)(c)

200.4(d)(2)(ix)(d)

200.4(d)(2)(ix)(e)

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Transition Activities

9th Grade:

Begin to work with transition team to develop transition plan.Securing working papers Level I vocational assessment administered.Transition folder

Proof of address Working papers Social Security

Participate in: IEP preparation, Annual Review meeting, Mandated 3-year Reevaluation if applicable, Transition meeting.

Travel training if needed.

10th Grade:

Continue to work with transition team to develop transition plan.Explore and participate in on-campus work experiences.Parent questionnaire to folder (Level I vocational assessment).Level I vocational assessment administered.Birth certificate to folder.Participate in school based extra-curricular activities.Participate in C.B.O.’s.Apply for Summer Youth Employment Program (SYEP).Evaluate high school transcript.Participate in: IEP preparation, Annual Review meeting, Mandated 3-year

Reevaluation if applicable, Transition meeting.

11th Grade:

Continue to work with transition team to develop transition plan.Secure working papers.Level I (or Level II) vocational assessment administered.Apply for Training Opportunity Program (TOP).Explore competitive P/T employment.Visitations to :

5th year programs Colleges VESID programs

Upon turning 18 register for Selective Service.Participate in: IEP preparation, Annual Review meeting, Mandated 3-year Reevaluation if applicable, Transition meeting.

12th Grade:

Continue to work with transition team to develop transition plan.Fine tune transition exit summary, meet with student, and provide copy to student.Evaluate transcript.Apply for financial aid if applicable.Apply for VESID.Continue visitations.Participate in transition exit interview and written summary preparation.

Sample

Student’s Name: _________________________ ID#: ________________________________

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Community ExperiencesEnroll in community education or recreational programs

Learn about American with Disabilities Act

Learn about students’ rights under IDEIA

Participate in youth groups

Visit places in the community to shop for food, clothes, etc.

Tour the local library

Join a community recreation center or YMCA

Take a Drivers Ed class/get training 1:1 if needed

Obtain a state ID card or driver’s license

Participate in social activities (concerts, sporting events, etc.)

Register to vote

Observe a courtroom or jury duty process

Sign up for summer recreation programs (Parks Dept., etc)

Join local service clubs (Lions, Kiwanis, etc.)

InstructionTour postsecondary occupational training programs

Contact local college for disability documentation policy

Complete/submit application to postsecondary institution

Explore admission requirements for vocational/technical schools

Explore admission requirements for CUNY schools

Research college scholarship opportunities

Obtain/complete/submit applications to colleges of interest

Meet with military recruiters to discuss educational benefits

Complete a study skills training class

Enroll in vocational education classes/applied minors (economics, health careers, business)

Receive direct instruction in transition-linked skills (interviews, completing forms, budgeting, researching areas of interest)

Sign up for/take the SAT exam

Complete learning styles inventory to identify preferences and strengths

Review and update transition assessments with staff

Related ServicesIdentify and visit community mental health agencies

Visit potential post-school providers of occupational/physical therapy

Learn to use a guide dog effectively

Explore city transportation options

Identify post-school providers of recreation therapy or occupational therapy and potential funding sources

Learn about potential post-school providers of speech therapy

Obtain new equipment (i.e. wheelchair, seating, braces, Assistive Technology, etc.)

Contact/visit target college (e.g. Office of Disabilities) to discuss accommodations/assistive technology options

Apply for a mentor through local, non-profit substance abuse counseling

Activities of Daily Living SkillsExplore MTA options

Enroll in any ‘consumer science’ class at HS (nutrition, parenting, money management, etc.)

Learn about time management

Take a CPR/First Aid course

Develop monthly budget

Apply for Supplemental Security Income

Open a bank account

Memorize phone number and address

Access postal services

Explore insurance issues/needs

Explore guardianship issues

Perform minor home repairs

Schedule and keep appointments

Sample

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TRANSITION SERVICES CHECKLISTS

The checklist will be used to review IEPs together during the SED Educational Benefit Activity (EBA) training and may be used by the school to monitor IEPs for quality and completion of Transition Planning.

Within each of the five (5) areas listed (Instructional Activities, Community Integration, Post High School, Independent Living and Acquisition of Daily Living Skills) under the Transition Services section of the Transition Plan, check any activities that have been considered in the development of the child’s IEP goals and objectives.

The Transition Services checklist was adapted from a checklist posted on-line by the Connecticut Transition Task Force of the Connecticut State Education Department.

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I- Instructional Activities Does the child’s IEP include consideration of: Courses and specific content that addresses skill deficits and/or goals the child may have. Acquisition of learning strategies that are appropriate to the child’s needs and include study skills, time management and organizational skills; Accommodations and modifications to meet general education course requirements; Participation and success in state, and local assessments with appropriate accommodations. Exploration of a variety of post secondary educational opportunities including a variety of college choices to ensure that there is an appropriate match and that support services are available to meet the needs of the child; Acquisition of self-advocacy skills so the child can articulate learning strengths and weaknesses and share information with others; Enrollment in Remedial, Tutorial or College Preparatory courses; Post secondary education goals and objectives that include student/family input; Development of social skills; Linkages to state agencies/community resources, if appropriate; Utilization of Assistive Technology, if appropriate.

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II. Community IntegrationDoes the child’s IEP include consideration of: Participation in extracurricular activities (clubs, sports); Strengthening of friendships/relationships, Inclusion in social groups/clubs; Participation in community recreation/leisure activities; Voting, citizenship, volunteering; Providing skills training in a community-based setting, if appropriate; Development of community integration goals and objectives that

include student/family input; Linkages to state agencies/community resources, if appropriate;

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III. Post High School Does the child’s IEP include consideration of: Enrollment in the highest level of academic coursework to ensure students are gaining the skills to advance to the best career opportunities; Enrollment in coursework to enhance skill development in technologies (business, computers); Supporting and enhancing the skills required to be successful in a variety of employment settings through school curricula; social skills, Sequencing of employment curricula from career awareness to career exploration to specific skills training that matches interests and preferences; Movement of career training experiences from in-school to community-based settings; Exposure to appropriate workplace behaviors (task persistence, punctuality, effective communication); Workplace accommodations, if appropriate; Development of post high school employment goals and objectives that include student/family input; Linkages to state agencies/community resources, if appropriate; Utilization of Assistive Technology, if appropriate.

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IV. Independent LivingDoes the child’s IEP include consideration of: Enrollment in curricula that addresses:

> Personal/legal advocacy; > Personal Finance Management;> Household selection and management; > Daily Living skills; > Family Planning/Sex Education; Nutrition; > Consumer Skills; > Personal and health insurance; > Managing individual health care and medical needs in all environments;

Skills training in a community-based setting, if appropriate; Participation of all appropriate pupil personnel and general education staff that could support the

student in independent living skills development; Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and

share information with others; Development of independent living goals and objectives that include student/family input; Development of social skills; Linkages to state agencies/community resources, if appropriate; Utilization of Assistive Technology, if appropriate.

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V. Acquisition of Daily Living Skills Does the child’s IEP include consideration of: Enrollment in curricula that addresses:

> Personal/legal advocacy; > Personal Finance Management;> Household selection and management; > Daily Living skills; > Family Planning/Sex Education; Nutrition; > Consumer Skills; > Personal and health insurance; > Managing individual health care and medical needs in all environments;

Skills training in a community-based setting, if appropriate; Participation of all appropriate pupil personnel and general education staff that could support the

student in independent living skills development; Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and

share information with others; Development of independent living goals and objectives that include student/family input; Development of social skills; Linkages to state agencies/community resources, if appropriate; Utilization of Assistive Technology, if appropriate.

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Student Exit Summary(SOPM Pages 13, 90, 224-229)

The Exit Summary is mandated by the IDEIA and corresponding New York State Regulation.

200.4(c)(4)

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Audience PollWhat is the purpose of an Exit Summary?

A. To determine the student’s date of graduation

B. To inform secondary school staff regarding the student’s strengths, abilities, skills, functional and academic levels, needs, limitations, necessary accommodations and recommendations

C. To record credits and course grades

D. To provide a meaningful picture of the exiting student’s strengths, abilities, skills, functional and academic levels, needs, limitations, necessary accommodations and recommendations that will support the student’s goals after leaving the NYC school system

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A Student Exit Summary must be completed for:

All public school students and students who are attending non-public schools,

and

For whom special education services will terminate in the current year because the student will receive a:Regent DiplomaLocal Diploma IEP Diploma or will reach age 21.

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Exit Summary Development

Student Exit Summary should be completed through a team process which includes: Students and families

Special education teacher (s)

General education teacher (s)

Psychologist and/ or

Related service providers

Transition Linkage Coordinator

Adult agency personnel (as appropriate)

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Student Exit Summary

Background InformationSummary of Present Level of Performance Accommodations and SupportsPostsecondary GoalsRecommendations that may assist the student in reaching postsecondary goalsOrganizations or agencies to provide linkage support

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Long Term Absence (LTA)

> Account for IEP students who are “LTAs”, as you do for general education LTA students.

> 407 process> While a student is still assigned to your school, but not attending, the

IEP process continues. > During the annual review of a student who has been an LTA for their

Related Services but has been attending school, a determination should be made whether these services are still necessary or should be terminated. (Please note that if a student is a related service only student, a re-evaluation should be conducted to terminate the service)

IMPORTANT:

Annual Review IEPs must be written annually for all LTA students.

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Special EducationIntegrated Service Center: Customized IEP Specialist Professional Development Opportunities

Below is a list of professional development opportunities and supports available to your school upon your request. Any topics listed can be customized to meet the needs of your school and can be conducted at your convenience – free of charge.

Standard Operating Procedures Manual (SOPM)The IEP ProcessEducational Benefit Review ProcessInfusing Transition Throughout the IEPTransition: Indicator 13 & the IEPDistrict Representative: Roles and ResponsibilitiesFBA/BIP: A Team ApproachDeveloping a Quality IEP: Page-by-PageWriting Measurable, Clearly Defined, Observable Annual Goals (S.M.A.R.T.)General Education Teachers & the IEPIEP Workshop for StudentsIEP Workshop for ParentsIEPs: Learning Styles & Academic AchievementClinical Components of the IEP: From Testing to TeachingMaintaining Compliance – IEP FYI’sSystems to Assist in IEP Maintenance/Administrative OverviewSEC Reports, ATS & CAP Report AssistancePromotion Policy: Performance IndicatorsThe IEP Meeting: Model, Assist & Guide

(The IEP Specialists are available to model, assist & guide IEP meetings, offer recommendations or suggestions and / or serve as the District Representative. Arrangements must be made in advance to permit time for the IEP Specialist to review all pertinent information prior to the meeting) Other:____________________________ (Please specify your individual need)

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For Assistance & Support

Your IEP Managers to the rescue….

Staten Island ISC Janet Blit: jblit@schools.nyc.gov

Brooklyn ISC Nick Chavarria: nchavar@schools.nyc.gov

Manhattan ISC Madeline Rochelle: mrochel@schools.nyc.gov

Queens ISC Tanya Smith: tsmith18@schools.nyc.gov

SOPM: http://schools.nyc.gov/NR/rdonlyres/5F3A5562-563C-4870-871F BB9156EEE60B/0/03062009SOPM.pdf

SOPM Forms: http://intranet.nycboe.net/TeachingLearning/SpecialEducation/SOPMLetters/default.htm

IEP HELP

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